Longitudinal Pathways from Cumulative Contextual Risk at Birth to School Functioning in Adolescence: Analysis of Mediation Effects and Gender Moderation

Abstract

Children and adolescents exposed to multiple contextual risks are more likely to have academic difficulties and externalizing behavior problems than those who experience fewer risks. This study used data from the Northern Finland Birth Cohort 1986 (a population-based study; N = 6,961; 51% female) to investigate (a) the impact of cumulative contextual risk at birth on adolescents’ academic performance and misbehavior in school, (b) learning difficulties and/or externalizing behavior problems in childhood as intervening mechanisms in the association of cumulative contextual risk with functioning in adolescence, and (c) potential gender differences in the predictive associations of cumulative contextual risk at birth with functioning in childhood or adolescence. The results of the structural equation modeling analysis suggested that exposure to cumulative contextual risk at birth had negative associations with functioning 16 years later, and academic difficulties and externalizing behavior problems in childhood mediated some of the predictive relations. Gender, however, did not moderate any of the associations. Therefore, the findings of this study have implications for the prevention of learning and conduct problems in youth and future research on the impact of cumulative risk exposure.

Cumulative contextual risk at birth and adolescent substance initiation: Peer mediation tests

“…Advantages of this approach, compared to an individual risk factor approach, include improved measurement precision and validity, as well as enhanced statistical power (Evans et al, 2013). Based on prior project work (January et al, 2017; Mason et al, 2016), ten indicators comprised contextual risk during the prenatal/birth period: low birth weight, teenage mother, single mother, multiple unions, low maternal education, smoking while pregnant, drinking while pregnant, paternal alcohol use, economic exclusion, and material deprivation. As described in January et al (2017), indicators were selected because they have been shown to be associated with problem behaviors in adolescence, including substance use (Fergusson et al, 1998; Hawkins et al, 1992), and have been used in previous cumulative risk studies.…”

“…Links between cumulative contextual risk and substance initiation may have less to do with peer aggression and peer marginalization than with behavior problems, consistent with the expectations of general deviance perspectives (e.g., Jessor and Jessor, 1977). Childhood behavior problems are predicted by contextual risks (January et al, 2017; Slopen et al, 2014) and predict adolescent substance-related outcomes (Hawkins et al, 1992); thus, it is important for tests of peer mediation processes to consider childhood problem behavior as an alternative or additional mediating mechanism.…”

Does Educational Marginalization Mediate the Path from Childhood Cumulative Risk to Criminal Offending?

“…In a series of studies, Sameroff and colleagues (1987a; 1987b; 1993) have reported evidence that increases in the number of childhood risk factors predict a wide range of maladaptive outcomes among children and adolescents. Additional studies have linked cumulative risk exposure to internalizing problems, externalizing problems, juvenile delinquency, and drug use (Adelmann, 2005; Dekovic, 1999; Farrell, Danish, and Howard, 1992; Gerard and Buhler, 2004a; Gerard and Buhler, 2004b; Jessor et al, 1995; Mason et al, 2016; Morales and Guerra, 2006; Stouthamer-Loeber et al, 2002), as well as reduced academic performance, educational attainment, and cognitive functioning (Dubow and Luster, 1990; Gassman-Pines and Yoshikawa, 2006; January et al, 2017; Luster and McAdoo, 1994). …”

“…Scholars have, however, examined the associations between childhood cumulative risk and academic difficulties. Longitudinal studies of childhood cumulative risk find that children exposed to multiple risk factors have lower grade point averages throughout elementary and high school (e.g., January et al, 2017), and also experience more absences from school (Gutman, Sameroff, and Cole, 2003). Additionally, studies exploring the accumulation of family risk factors in early childhood find that exposure to multiple risk factors is associated with lower grades in middle school (Buehler and Gerard, 2013).…”

Evaluating the Criterion Validity and Classification Accuracy of Universal Screening Measures in Reading

“…. Struggling readers who do not receive early remediation are at increased risk for dropping out of high school, suicide ideation, future homelessness, teenage pregnancy, and juvenile delinquency (Bennett, Frasso, Bellamy, Wortham, & Gross, 2013;Daniel et al, 2006;January et al, 2017;McGill-Franzen, 1987;Vitaro, Brendgen, Larose, & Tremblay, 2005). Educational legislation such as the Every Student Succeeds Act (ESSA) and Individuals with Disabilities Education Improvement Act (IDEA), were implemented to address national concerns regarding reading failure and to prevent poor academic outcomes (ESSA, 2015;IDEA, 2004).…”